National Capital Region

DIVISION OF CITY SCHOOLS

BAGONG SILANG HIGH SCHOOL
Caloocan

Grade 9 Science and Technology Daily Lesson Log

(1st Quarter)
ANGELENE M. SUMAIT
Teacher I
Content Standard Demonstrate an understanding of the propagation of sound through solid, liquid
and gas
Performance Standard Create a model that represents the movement of sound wave in solid, liquid and
gas
Learning Competency Differentiate the media used for sound to travel -solid, liquid, gas in terms of the
movement of particles as sound passes through S8FE-Ie-24.1
Compare the speed of sound in these media S8FE-Ie-24.2
Use a diagram to explain how the speed of sound varies in different media
S8FE-Ie-24.3
I.OBJECTIVES: at the end of the a. explain that sound can travel travel through solid liquid and gas
session, at least 75% of the students b. compare the speed of sound in solid, liquid and gas
are expected to: c. give the importance of sound in daily life

II.CONTENT (Topic) SOUND

III.LEARNING RESOURCES Science Teachers Guide 8 by DepEd pg. 78 – 80
A. Reference: TG/LM/TEXTBOOK Science Learners Module 8 by DepEd pg. 57– 60
B. Other Learning https://www.teachengineering.org/activities/view/cub_energy
Resources/Website https://www.education.com/science-fair/article/sound-moves-through-gas-
liquid-solid/
https://www.quora.com/How-does-sound-travel-through-gases-liquids-
and-solids

C. Materials Laptop, Projector, Pictures, Cartolina, Marker

IV. TEACHING STRATEGIES
Part of the lesson Strategy Part of the lesson Strategy
Engage Collaborative learning Expand Modeling
Explore Discovery Approach Summary/Generalization Graphic organizer
Explain Interaction and Discussion Evaluation Q and A
V. INTEGRATION
The lesson was integrated with prior knowledge about the
A. Integration within the curriculum
movement of particles in solid, liquid and gas
B. Integration across the curriculum The lesson was integrated to ESP, Arts, Music, Engineering
C. ICT Integration Powerpoint presentation, printed materials were used.

VI.PROCEDURES Prayer/Checking of Attendance/Physical Atmosphere/Checking of Assignment

A. Routinary Activity
B. Elicit/Engage: Review/Motivation/
Establishing a purpose for the
lesson/presenting example
Activity 1: GUESS WHRE AM I
Directions: 1. Blindfold a volunteer.
2. Some of the students will stand forming a circle around the
volunteer.
3. The students will take turn making gentle noises, such as a clap,
a click of the fingers, a whisper or a quiet call.

C. Explore: Discussing new
concepts/ practicing new skills
4. After each sound, the person with the blindfold should point to
where they think the sound is coming from.
Guide Questions:
1. What is produced when you clap, click your fingers,whisper or make
gentle noises? (Sound is produced)
2. What is sound? (Sound is a form of energy that travels in invisible
waves created by vibrating objects.)
3. How is the blind folded person able to guess where the sound is coming
from? (If your ear is within range of the vibrations, you hear the sound.
Our ears vibrate in a similar manner to the original source of the
vibration, allowing us to hear many different sounds.)
Activity 2: Particle Model of Solid, Liquid and Gas
Directions: The teacher will ask the students to model the particles in solid,
liquid and gas. The students will compare the arrangement of molecules in solid,
liquid and gas through which sound travels.
Activity 3: Sound Travel At Different Speeds Through Different Mediums?
Directions: The class will be group into four (4); each group will be given sheets
of paper that contains the procedure and guide questions to answer. 3 minutes will
be given for preparation and 2 minutes for the presentation.
Materials:
 Zip Lock bag
 Water
 Wooden block/ Meter stick
 Cartolina
 Marking pen
 Pencil/Pen
Procedure:
1. Blow into the sandwich bag and quickly seal it to create a puffed bag of air.
2. Cover one ear with your hand and the other ear with the bag of air. Have an
assistant tap the bag with a pencil. How does it sound?
3. Now fill the bag with water and seal it. Hold the water-filled bag against one
ear while covering the other ear with your hand. Have an assistant tap this bag
 with a pencil. How does it sound? How strong (loud) is the sound? How did the
sound coming to your ear through the puffed bag of air compare to the sound
coming from the water-filled bag ? Which of the two sounds was louder?

4. Finally hold a wooden block over one ear while covering the other ear with
your hand. Have an assistant tap the block with the pencil. How does it sound?
How did the sound coming to your ear through the wooden block compare to the
sound coming from the water-filled bag ? Which of the two sounds was louder?

5. Compare and record your observations

Activity 3: CHART- TALK
D. Explain: Developing Mastery
( leads to formative assessment) Directions: The teacher will call two representatives from each group to
discuss the result of the activity.

Materials States of Matter Sound Speed of Sound

Produced
(Solid, Liquid, Gas)

Puffed bag of air

Water -filled bag

Wooden block

GUIDE QUESTIONS:

1. Why does sound travel at different speeds in different mediums?

2. Which medium does sound travel the fastest ? Why? (Use the particle model to explain
your answer.)
 3. Which medium does sound travel the slowest? Explain and cite evidence.

(Use the particle model to explain your answer.)

GAS

(Sound is a type of energy made by vibrations. These vibrations create sound

waves which move through mediums such as air, water and wood. When an
object vibrates, it causes movement in the particles of the medium.

Sound travels the fastest in solids and the slowest in gases. The closer the particles
are, the quicker they can vibrate, and the faster the wave will travel. Sound waves also
cannot travel through a vacuum because they require a medium to travel.

E. Elaborate: Finding practical Why astronomers fail to hear the sound of each other on the surface of the moon?
applications of concepts and skills in (Astronomers fail to hear the sound of each other while they are on the surface of
daily living the moon because there is no air present on the moon and we know that sound
cannot travel through vacuum. It needs medium to travel.)
F. Summary: Making Directions: Using the given graphic organizer, compare the speed of sound in
generalizations and abstraction about solid, liquid and gas.
the lesson

G. Evaluate Learning: Assessment Answer the following

Directions: Fill in the blank spaces using the choices below.
Sound can travel at different 1._________ depending on the
2._________ it is traveling through. Sound travel fastest in 3.___________,
slower in liquid and slowest in 4._________ . This is because the particles in
solid are 5. _________ than they are in gas.

CLOSER SPEEDS GAS MEDIUM SOLID

Directions: Research on different forms of communications. Based on these

H. Extend/ Additional different forms of communications where do you think sound travel most often
Activities/Follow-up and through solids, liquids or gases? Ask your friends, family and neighbors to solicit
Intervention/Remediation their ideas.

Make two toy telephones. Use them as shown below. Make sure that the two
strings are taut and touch each other. Let one of you speak. Can the remaining
three persons hear? See how many more friends you can engage in this way.
Explain your observations.
 I. Assignment What is refraction of sound?
How does temperature affect the speed of sound?
What is the importance of sound in daily life
Reference: Science Learners Module 8 by DepEd pg. 83 - 85

VII.REMARKS
VIII. REFLECTION
GRADELEVEL/SECTION Grade 8
Section: 6, 10, 12, 14
A. No. of learners who earned 75%
on the formative assessment
B. No. of learners who require
additional activities for remediation

Prepared and Submitted by:

ANGELENE M. SUMAIT
Teacher I